WRC Assemblages Booklet

The Hunger Games and Marxism: The Connection by Anthony Chavez A perfect society cannot exist. A utopia is a myth. Many notablescholars and historical figures have pondered this statement throughout history.One man in particular, Karl Marx, concocted a new ideology supposedly aimedat preventing the enslavement of the lower class, or the proletariat, from thecapitalists. Marxism insinuates the idea that there is an internal struggle betweenthe working and the high classes, eerily similar to the events unfolded in TheHunger Games by Suzanne Collins. The novel presents copious concepts thatconnect to Marxist literary theory, which invites the reader to condemn socio-economic forces such as patriotism, and classism. Ideology is a critical factor that suppresses the lower classes in thenovel. The backbone of the ideological concept in Collin’s work is the annualHunger Games. This annual event is hardly opposed or protested by themajority. The event, however, is viewed as a sport in the Capitol, by the onepercent in Panem. The idea of sending twenty-four children or adolescents intocombat to massacre one another while televised to the entire country isperceived to be barbaric to the reader, yet, this custom is considered “ordinary”in the novel: “When the elevator opens, the other tributes are being lined up totake the stage. All twenty-four of us sit in a big arc in throughout theinterviews” (Collins 123). Katniss’ vivid description of the interviews by othertributes is perceived as light-hearted, and even entertaining to the audiencewitnessing the interviews. The attitude of the crowd is also joyous and light-hearted as the tributes are paraded through the Capitol. Ideology has reducedsociety in the novel to barbaric savagery, parallel with entertainment in theAncient Roman Empire. The key difference, however, is the ninety-nine percentis forced to partake in these games and suffer the causalities. This occurrence inthe novel can be interpreted and molded into actual events in a class-orientatedsociety. Ideology is a key factor for the authorities in maintaining control of theninety-nine percent. The working classes in the novel are conscripted toparticipate in the games with no resistance. The districts, despite outnumberingthe one percent, bring no form of resistance forth. This situation can beformulated into events occurring in reality involving the classes. Ideology canbe viewed as some form of brain washing in a capitalistic society, deemedcondemnable. The numerous marketing ads, infomercials, biased media outlets,50

social media, social events, and other events in the United States can bemanipulative which brainwashes the ninety-nine percent, while the one percentwould be at the reins. The concepts and ideologies of Marxism are connected tothe theme of the novel, relating to oppression of the majority, and survival on adaily basis. Additionally, patriotism – or more accurately, forced patriotism - isanother concept frequently referred to throughout The Hunger Games.Patriotism, or an emotional affection to a country, is as intoxicating asHaymitch’s mental state in the novel. A particular example of this concept ishighlighted when Katniss volunteers to substitute her sister’s place: “’I bet mybuttons that was your sister. Don’t want her to steal all the glory, do we? Comeon everybody! Let’s give a round of applause to our newest tribute!’ trills EffieTrinket” (Collins 23). Apparently, patriotism runs alongside with the annualHunger Games, an ironic sense to the reader since the tributes are sent to certaindeath. Despite the sense of patriotism, District twelve is a notable exceptionwith its bold protest as Katniss stands before the crowd, “[She] stands thereunmoving while they take part in the boldest form of dissent they can manage.Silence… We do not agree. We do not condone. All of this is wrong” (24). TheCapitol utilizes patriotism as a form of suppression of the majority. The workingclass is essentially brainwashed en masse. This invites the reader to condemnclassism, since the classism renders the majority at the mercy of the one percent. A plethora of situations run parallel with the concepts of Marxism inCollin’s work. One such situation was the protagonist’s tone towards theauthorities of Panem: “...I would blurt out about the people who rule ourcountry, Panem, from…. the Capitol… I avoid discussing tricky topics. Like thereapings, or food shortages, or the Hunger Games” (Collins 15). It is apparentthat Katniss harbors hatred toward her superiors in the exposition of the novel.This is significant since it relates to the conditions she and her people endure inDistrict 12 under classism. The conditions have been set as in a dejected,Depression-era town where the working class undergoes daily pain andsuffering. The constant reference to the coal mines as the main source of workfor the working class further highlights the stark contrast between two forces:“the haves” and the “have-nots” according to Marxist ideology. The expositionof the novel already establishes the oppression of the working class, as KarlMarx argued with the clash of the classes. Furthermore, Katniss’ description ofthe black market as her source of income bolsters the oppression of her class: 51

“On the way home, we swing by the Hob, the black market that operates in anabandoned warehouse that once held coal … the Hob gradually took over thespace” (Collins 11). The idea of trading in a black market system as the onlymeans of receiving food is completely foreign to the reader. Therefore, thisdescription of trading in the black market in the Seam serves as a shock scenarioto gauge the level of disparity in The Hunger Games. Moreover, this ties to theidea of commodification, a critical concept branching from Marxist literarytheory. This concept is heavily implemented in the novel in the form of theblack market that Katniss frequently visits. The perspective that the novel portrays serves as another critical factorthat connects to Marxist literary theory. The first person narration of the novelallows vivid description of the conditions and the attitudes towards the HungerGames. In other words, this first-person narrative is more personal for Katniss.First-person point of view echoes the ideas of Marxism, whereas, third-personomnipotence would not achieve the connection the reader is supposed toproduce between classism and oppression. The ideologies, classism, patriotism,significance of the events, and the oppression of the classes in the novel wouldbe mitigated had the novel been formulated in the third-person perspective. Thereader would be unable to analyze the text thoroughly and produce therelationship with the work to Marxist literary theory. There would be littleconnection to Marxist literary theory, the theme of the novel, and the applicationto reality. Suzanne Collins achieves in connecting the novel to the flaws ofclassism in the contemporary era, such as the United States. The scenery of theCapitol the night before the Hunger Games captures the hype of the event by thewealthy: “…lights that shine endlessly in the Capitol. There’s quite acommotion going on down in the streets, music and signing and car horns, noneof which I could hear through the thick glass window panels in my room”(Collins 140). The reader is invited to condemn the barriers in classism at thispoint in the novel. Katniss is on one side of the window, with death beside her,while the one-percenters enjoy boisterous parties and music on the other side,eager to see who will die in the games. There are numerous concepts in the Hunger Games that support Marxistliterary theory. There is an undeniable struggle between the twelveimpoverished districts, and the wealthy elite in the Capitol in the country ofPanem. This struggle fosters the invitation for the readers to condemnoppressive socio-economic forces that plague the people in the novel.52

Patriotism, ideology, and classism are components to maintain power by thefew, over the majority. Although fictitious, The Hunger Games does possesssocial issues identical to those present in the world today. With these similaritiesin mind, the reader is able to compare and contrast these similarities. Works CitedCollins, Suzanne. The Hunger Games. Scholastic Inc., 2008. 53

Patriotism and Classism in The Hunger Games by Armando J. Rivas The Hunger Games, a novel, by Suzanne Collins, takes place in the notso distant future where children ages twelve through eighteen are picked andforced to participate in an arena type battle to the death against 23 othercontestants. Each child is selected from the 12 different districts with one boyand girl chosen from each area. Each district is made up of different lifestylesand classes. The first five districts are very powerful and full of wealth; on theother hand, districts six through twelve are lower class and very poor. Althoughthe poorer districts are seen as weak, some of the tributes are very well off andcan hold their own. This amazing novel shows many different Marxistideologies, but classism and patriotism are two that are shown the most.Patriotism is the idea that people will fight and work hard for their country atthe expense of their lives. While the poor suffer, the rich will use the poor’spatriotism to profit. Classism is the ideology that the richer people have anadvantage in life because their money can be used to provide the necessaryresources to live and learn easier. The Hunger Games shows classism andpatriotism by the way different districts show how their inhabitants react and“play” in the actual games, and through the different views seen by peopleliving in the upper district. Finally, we see classism and patriotism through theway the sponsors work in the games. First, patriotism is one of the first characteristics shown and could bementioned before even reading the novel. During the first few chapters, thereader finds out about the games and how the contestants are selected. There aredifferent ways to be selected in the games. In the upper districts, like district onethrough five, they actively volunteer as tributes for the games while six throughtwelve are picked through a lottery system. As Collin illustrates, “one by one,we see the other reapings, the names called, the volunteers stepping forward or,more often than not ...A few stand out in my mind. A monstrous boy wholunges forward to volunteer from District 2. A fox-faced girl with sleek red hairfrom district 5. A boy with a crippled foot from district 10. And mosthauntingly, a twelve-year-old girl from District 11” (Collins 45). Higher-endDistricts with more money and resources are able to train their tributes. Withtheir massive amount of funds, the tributes are fixed on the idea that they areunstoppable, while the rest of the District's tributes are sent to die without a54

chance of survival. The lower-end districts know the truth and the horror of theCapital’s treatment of the poorer side. Katniss, the main character in TheHunger Games, is the tribute from District 12. She is a strong and logicalwoman that knows more about surviving with little to nothing. Katniss had tosupport her family on her own and be the glue that held her sister, mother andherself together. She knows that the tributes from the higher-end districts seethese games as a way to show their patriotism by creating this idea that they arebetter and need to be seen as a “power house” of the games. Although Katniss isnot in the higher-end districts, she still volunteers herself for her sister. Herpatriotism is for her family and not her country. The whole country of Panemsees her showing her strength and willingness to give up everything in her lifefor her sister. This was just one thing that made these games seem to be sodifferent from all the other games in the past. Classism is the thought that the more money you have or that you areborn into, the more help you will receive through your life, and in The HungerGames, this is apparent through the game. Collins states, The exceptions are the kids from the wealthier districts, the volunteers,the ones who have been fed and trained throughout their lives for this moment.The tributes from 1, 2, and 4 traditionally have this look about them. It'stechnically against the rules to train tributes before they reach the Capitol but ithappens every year. In District 12, we call them the Career Tributes, or just theCareers. And like as not, the winner will be one of them (Collins 94).This shows that the Tributes from the richer districts are born and raised for thegames. Their class is an advantage for them because they have access to foodand training in order to win these games with no trouble. On the other hand,other districts, which have never been fed well or even know how to survive inthese horrible situations, have immediate disadvantages. This class divide israrely broken. This only happens when victors from lower districts win in thegames, which is very rare. Towards the end of the book Katniss starts showingthis divide to not just the lower-end districts but the higher-end ones as well.With the death of her friend Rue, a twelve-year old girl from District 11, Katnissrealizes that these killings are not just a form of Higher-end Districtsentertainment but that their deaths are all the same and that the deaths aredevastating. These deaths are heartbreaking for the families, but the Capitalcould care less. This is just the Capital’s form of entertainment. Katniss refusesto participate in their entertainment and defies them by giving Rue a beautiful 55

“funeral” as Rue’s lifeless body is being carried away. Even though this is veryheartfelt, many citizens in the poorer districts see this as a way to show that thedeaths of their children will not be seen as just a game. This caused District 11to revolt against this horrible form of entertainment that the capital and the otherhigher end districts find so pleasing. As the district rioted, death and destructionran through the whole district causing the police of the Capital to kill and harmeven more citizens. Classism can be shown throughout this novel in many otherways, but these ways are the most notable. The wealthier districts find the hunger games as a form a pleasurebecause they have the ability to train and teach their own tributes the ways ofthe games, and the game maker seems to favor them as well. Classism andpatriotism is seen between the rich and the poor. Patriotism for the rich is seenby the way the citizens are actively a part of the games. The rich allow thegames to stay because of their enjoyment of the deaths of the poor and weakerdistricts. Moreover, we have the poor’s patriotism, which is to their family andfriends of the districts, no matter the cause. The Capitol uses classism andpatriotism to keep peace and order in the twelve Districts by keeping the poorerdistricts in a deep hole of hopelessness and having the Tribute’s believe thatthere is no way out. The way the Capitol puts these two ideologies in the headsof the people of each district causes this system of keeping the peace, nothelpful for every district and their population. Even though the idea of peace inthe upper districts is seen as perfect, they aren't able to see the true horror of thisfake peace and the horror of death and the harsh living conditions that all theother districts are faced with. Classism and patriotism are seen throughout thenovel and can be related to many places today. The Hunger Games not onlyshows us the way classism and patriotism can control a country, but how it caninfluence the ideas of many. Works CitedCollins, Suzanne. The Hunger Games. New York: Scholastic Press, 2008.56

Commodification and Classism in The Hunger Games by Reanna Barboza It seems as though the questions heard in the news these days haveshifted from “how will we solve this problem” to “who are you wearing?” It isno doubt that the attention of real world problems has been diverted towardmore unimportant and materialistically based “problems.” The way we see thisis through commodification in humans and how it helps define our social status.This also emphasizes the growth of classism. The Hunger Games emphasizesthe over exaggerated possession of materials in today’s society as shown by theclothing and the parading of the tributes which gives them object-like value; asa result, the reader can see that clothing, makeup, and other items given to thetributes, as well as the way they are presented, are the equivalent to celebritiesand the rich, and is used to illustrate how the widening gap between the rich andthe poor is influenced by the Marxist ideas of classism and commodification.There are three main passages that catch the reader’s attention. The first passageshows Collins’ attempt to point out aggressive commodification with drawingslight attention to classism. Katniss is at the Capitol being shown off tospectators, while she is being shown off next to Peeta, she tries to win thecrowds affection because she needs to pull sponsors to assist her in the games.Collins states, Remember, heads high. Smile. They’re going to love you! I hear Cinna’s voice in my head. I lift my chin a bit higher, put on my most winning, and wave with my free hand. I'm glad now I have Peeta to clutch for balance, he is so steady, solid like a rock. As I gain confidence, I actually blow a few kisses to the crowd. The people of the Capitol are going nuts, they have bothered to find on the program. (Collins 70)Collins shows the intensification of commodification by showing how Katniss isshowing more and more affection to the crowd as she gets more comfortable.She portrays Katniss as a celebrity when being shown around the Capitol whichallows the clear view of commodification to be observed in her attempt to gainsponsors. The citizens of the Capitol see Katniss as an object of value ratherthan the teenager she is, and in that case, to sponsor her would be to help herlive in the games and if the citizens view Katniss to have winning attributes theywould consider sponsoring her. 57

Collins also shows classism through the previously described costumes,gifts, and food given to Katniss that she knows she wouldn’t be able to affordback in District Twelve. The second passage is when Katniss talks about theDistrict One tribute. Collins describes the girl tribute from District One, lookingprovocative in a see through gold gown, steps up the center of the stage to joinCaesar for her interview. You can tell her mentor didn't have any troublecoming up with an angle for her. With that flowing blonde hair, emerald greeneyes, her body tall and lush …she was sexy all the way (Collins 125). Collins emphasizes commodification along with classism. It is obviousin the book that the districts are not just separated by areas and materials, butthey are also by different classes. Katniss, who lives in District Twelve, lives inthe lowest class and the worst area, while the tributes from District One, live inthe best and wealthiest district. The girl tribute from District One is dressedaccording to her district status, all gold. When having to question how herappearance relates to commodification, it is evident that a wealthy citizen fromthe Capitol would rather sponsor a better looking and confident individual ratherthan one whose name can hardly be remembered. She also has pale skin, blondhair and green eyes, which are also a symbol of a higher rank in the novel whencompared to Katniss who has olive skin, brown hair and brown eyes. It showsthat she has one of the most privileged among all the tributes. Because Collins’briefly notes her appearance as well as bringing up her district number, shesubconsciously addresses both classism and commodification with thedifferences both girls from each district have. The final passage that reels in the reader’s attention would be whenCinna puts Katniss in her final outfit after she won The Hunger Games. Collinsdeclares, “I think it’s the best yet,” I say. When I manage to pull my eyes away from the flickering fabric, I’m in for something of a shock. My hair’s loose, held back by a simple hairband. The makeup rounds and fills out the sharp angles of my face. A clear polish coats my nails. The sleeveless dress is gathered at my ribs, not my waist, largely eliminating any help the padding would’ve given my figure. The hem falls just to my knees. Without heels, you can see my true stature. I look, very simply, like a girl. A young one. Fourteen at the most. Innocent. Harmless. Yes, it is shocking that Cinna has pulled this off when you remember I’ve just won the games. (Collins 355)58

Even though the book is coming to an end, the ideas of commodification andclassism are still present, and even come addressing the most unansweredquestion. Why is it that Cinna put her in a simple outfit after she won the gameswhen her outfits were so extravagant before the games started? The idea behindcommodification was to win the possible sponsors in the Capitol, and now thatthe games are over, there is no longer a need for extravagant clothing and harshmakeup. The simplified outfit put together by Cinna was more of a revelation. Itwas to show the people of Panem, who Katniss really is, and where she is from.The clothing reflects innocence and simplicity of a growing child, which waswhat Katniss is, a child. The symbolism behind the clothing is also the idea that,with her living in District Twelve, nobody really though she would get far in thegames, much less actually wins. This is where classism comes in, with someonewho lived in poor conditioned areas, was able to succeed throughout thedifficulty of the games while going up against others who had better extensiveknowledge on how to survive. This article of clothing could also be a symbol ofthat. If the winner was from District One or Two, they might have actually beengiven an extravagant outfit since it is expected for someone in those districts towin, while Katniss who still won, was put in a simpler outfit because, itreflected her class status and, in a way, her worth, rather than the fact that shewon the games. In this last passage, there were many key elements that capturedthe ideas of commodification and classism better than other passages. In the end, the presence of classism and commodification are scatteredthroughout the whole novel, The Hunger Games. Whether it is detail in theclothing given to tributes or naming the district, Collins’ gives repeatedexamples all throughout the book that we could correlate to real lifecomparisons and there are other Marxist ideas those examples can connect to,not just all classism and commodification, even though those are the main onesfocused on. The Hunger Games addresses the over exaggerated possession ofmaterials in today’s society as shown by the clothing and objectifying of thetributes throughout the book, as a result the reader clearly see the evidentequivalent of modern day celebrities to the novel’s characters and how theirstatus paints a picture about how the gap between the rich and the poor is everexpanding and only to be pushed further by classism and commodification. Works CitedCollins, Suzanne. The Hunger Games. Scholastic Press. 2008 59

Marxism in The Hunger Games by Dana Navarrete Throughout The Hunger Games, we see how the rich, the people of theCapitol, use the poor for their own benefit. The games provide a source ofentertainment as well as a constant reminder that each district is under thepower of the Capitol. In The Hunger Games, by Suzanne Collins, the capitalistsexploit the citizens of each district by determining the parameters in which theyare allowed to live. Readers become aware of the divide between the wealthyand the poor through interactions between the members of both classes, throughthe incentive that each competitor possesses, and how the chance of survival isdependent upon acquired economic status. This is important because beingforced into specific lifestyles leaves the poor feeling hopeless and inferior to thewealthy. The interactions between the wealthy and the poor heighten the gapbetween the two. Unlike the people of the Capitol, not many citizens of DistrictTwelve specifically, are fortunate enough to have to worry about appearance.Instead, they face situations such as determining whether they opt for a higherprobability of participating in the games to get tesserae, or if they are desperateenough to eat wild dog. The first time that readers are introduced to the tensionsbetween the wealthy and poor, regarding appearance, is within District Twelvewhen Gale and Katniss encounter Madge at the Hob on the day of the reaping.Madge is clothed in a pretty dress with a gold pin fastened to it. Gale, havingbeen forced to provide for his family for most of his life, notices the pin andstates, “it could keep a family in bread for months” (13). We later find out thatthe pin that Madge wear is a “slap in the face” (43) to the capitol, a symbol ofthe rebellion. Even though, she did not use the pin as a means of boasting, herpoint of view on the item is significantly different than Gale’s due to theirdifference in social status. Gale’s unwanted remarks toward Madge, contrastedwith her ability to stay pleasant and calm, paint a picture of Madge’s superiorityin association with Gale. Because Katniss volunteers as tribute while other competitors from thewealthier districts volunteer for self-gratification and fame, the audience beginsto truly grasp the differences between the wealthy and the poor. Opposite thecitizens from wealthy districts, Katniss provides readers with a complex,determined personality. As Madge provides Katniss with the pin, she is also60

providing her with the responsibility of taking action. Rugged individualismidealizes one who pursues a goal that is not easily attained and Katniss is adoredbecause she displays this characteristic. One risk she takes when she decides toparticipate in the games is volunteering with no background training. She andher family earned no wealth in her district since her father’s death, so Katnissassumed the position of “the provider.” Volunteering as tribute did allow for hersister’s freedom from the battlefield; however, she also risks her family notbeing able to provide for themselves. The complicated decisions that Katnissfaces as opposed to the simple desire for fame that other wealthier competitorspossess, leaves Katniss feeling inferior and helpless from the beginning. One of the central themes in the book is the idea that the success of anindividual’s outcome is determined by inherited economic status. Katnissrealizes, during training and at the start of the games that the wealthy wouldoften group together in alliance against the poor. Collins refers to it as, “thestrong [banning] together to hunt down the weak” (158). The “strong,” districts1, 2, and 4, proved this theme correct; however, Katniss may be considered anexception. Despite having lived in poverty for most of her life, Katniss waslucky enough to have a father that taught her how to use weapons. After hisdeath, she became Gale’s ally and was taught how to make basic animal traps.Learning these skills gave Katniss an advantage over other poverty strickentributes during the game. However, because of her economic status, she facesnumerous disadvantages. Even though she has previous knowledge of hunting,when contrasted with the other tributes who can afford training, Katniss is leftfeeling lesser than the wealthy. Against all odds, Katniss is able to make it past many obstacles withoutgiving up until she feared she was facing death as she blacked out after the antincident. During this time, she remembered a conversation that she had withGale. Gale states, “We could do it, you know… Leave the district. Run off. Livein the woods. You and I, we could make it” (195). As Katniss’ life fades, she isstill fixated on the grasp the Capitol has on her. She reminisces about theconversation in the woods, as that was the closest thing to freedom that sheknows. Nevertheless, Katniss survives this near-death experience, along withmany other similar situations, just to find herself in another position where theCapitol is about to decide her fate. The rules of the game have changed oncemore, forcing Peeta and Katniss to contemplate killing each other. Instead, theydecide to poison themselves together, aware that that move is the only scenario 61

where either person has any bit of control over their cause of death. Althoughthey do not follow through with this decision, both Katniss and Peeta feelpowerless under the Capitol, which drives them to their potential suicide. The people of the Capitol having the power to force tributes to fight tothe death in an annual battle leaves every district inferior and seeminglypowerless in comparison to it. The most apparent and significant differencebetween the capitol and each district is the amount of money circulating. Themore money one owns, the more power he or she has. The capitol’s powerdictates each individual’s life by forcing everyone, at some point, to potentiallyparticipate in the games or by invading the privacy of the people to make surethere is no possibility of a rebellion. The only escape from being controlled by the people of the capitol is tobe part of the Capitol, and to be rich. The only escape from poverty though, iswinning the games. Since the winner of the games is not born into richeshowever, they are not considered a true member of the Capitol; instead they arestill affiliated with their district but work for the Capitol. Despite now havingwealth, the Capitol still remains in control of determining how the individualsare allowed to live. This is evident in Haymitch’s character and the decisions hemakes. While the winners from poorer districts would hopefully spend theirriches on food, former district twelve winner, Haymitch, is constantly drinkinghis money away. Although this seems like a waste, not many citizens of districttwelve seem to be extremely opposed to this method; perhaps it is because theyare aware that he has to not only relive the games every year through media, buthe has to coach two more contestants, knowing that at least one, but most likelyboth, will end up murdered. Forcing Haymitch and all other former winners tostill participate in the games is a control tactic of the capitol. This is a way toexploit the winners by giving them a sense of superiority to others since theynow have wealth but making it so that they understand that they are secondaryto the capitol since it provided the money and can just as easily take it away. Throughout the novel readers often see how the wealthy tend to use thepoor for their own benefit. Collins tells of situations in which the poor citizensare left feeling defenseless and inferior to the wealthy to parallel the society ofthe modern United States. Often times, there is an extensive gap betweenmembers of the wealthy class and members of the poor. In The Hunger Games,the citizens of each district are exploited because the capitol determinesguidelines in which they are allowed to live. The distressing interactions62

between members of different social status, the motivation each tributepossessed to compete, and the idea that survival was reliant on economic statuselucidate the divide between wealthy and poor. Works CitedCollins, Suzanne. The Hunger Games. Scholastic Inc., 2008. 63

Kendrick Lamar To Pimp a Butterfly by Diana Lopez Music is an art and a way an individual can express themselves andshow their emotions. There are many different kinds of genres, for example,blues, country, rap, hip hop, and funk, etc. An artist is able to expressthemselves through their lyrics and able to make their music relatable forindividuals all around the world who may feel the same. An artist does not onlyexpress their thoughts and emotions through lyrics but also through the rhythmsand melodies that is used in their music. In the album To Pimp a Butterfly,Kendrick Lamar addresses beauty standards in America in his songs“Complexion” and “I” and how they affect and damage people of color byshowing empowerment, letting people know that colored skin is beautiful, andthe shade of one’s skin does not define who they are as a person. In Kendrick Lamar’s album To Pimp a Butterfly the song “Complexion(A Zulu Love)” featuring Rapsody mainly talks about different skin tones andhow every individual’s complexion is different and unique. He starts off withthe lines “Dark as the midnight hour or bright as the mornin’ sun” (Line 5). Inthese specific lines Kendrick Lamar is comparing those with deeper skin tonesto be as dark as night, and those with light skin tones to be as bright as themorning sun. Lamar continues by saying “Give a fuck about your complexion, Iknow what the Germans done” (6) When saying “give a fuck about yourcomplexion” Kendrick is simply addressing that your complexion does notmatter and cannot define who one is and what one is or is not capable of doing.Kendrick Lamar sets a perfect example when saying “I know what the Germansdone”, because he is referring to the Holocaust and what the Nazis did to allthose innocent people for simply being “different” and because they alsobelieved that blue eyes and blonde hair would be ideal for the master race.Individuals with darker skin tones were the ones that people always saw asviolent, but the Germans were light skinned and still managed to do what theydid. In the song “Complexion” Kendrick is speaking for people and to people ofall colors, but mainly focuses on the black and white skin tones. In society one’scomplexion and skin tone automatically gives an individual a label. Forexample, in society an individual who has a white or a lighter skin tone islabeled as ingenious, sophisticated, and beautiful. In society when having adeeper and darker skin tone the individual is usually labeled as sluggish,64

unsophisticated, and unpleasant. Society has many standards and although thestandards of beauty may be different all around the world, here in America thedefinition of beauty to many people is a light skin individual with blue eyes andblonde hair. In Kendrick Lamar’s hook there is a line in which he says“Complexion don’t mean a thing (it’s Zulu love)” (2) and he is right becausecomplexion does not mean a thing. One’s skin tone, hair color, and eye colorshould not define if one is beautiful or not. In the song “Complexion” Kendrickstates, So I'mma say somethin' that's vital and critical for survival Of mankind, if he lyin', color should never rival Beauty is what you make it, I used to be so mistaken By different shades of faces Then wit told me, ‘You're womanless, woman love the creation’ It all came from God then you was my confirmation. (19-24)Kendrick begins his verse by stating that what he is about to say is crucial and issomething we must all know and live by. He continues by saying that colorsshould never rival, and from the history here in America that is exactly whatseems to be going on. Many conflicts have occurred between individuals due toracism and discrimination. He continues by saying that beauty is what we makeit, and by that he is referring to society and how society is giving beauty adefinition and letting beauty standards control how an individual dresses, looks,and feels about themselves. Beauty simply does not have a definition, but seeingthe way magazines fix men and women up is giving “beauty” a definition andmaking individuals believe that they have to live up to those standards to beconsidered beautiful. He mentions how we all came from God, and that he madeall of his creations beautiful. Kendrick Lamar is expressing how God makes nomistakes, and how he made all of his creation with different skin tones and theyare all beautiful in their own way. Kendrick Lamar is not the only one who has a lot to say about thestandards of beauty that lie in America, but also the female rapper Rapsody.Rapsody begins to mention eye colors in her lyrics by stating “Color of yourskin, color of your eyes/ That’s the real blues, baby, like you met Jay’s baby/You blew me away, you think more beauty in blue, green, and gray” (32-34).Many wish that they were blessed with having colored eyes such as blue, green,and gray because they are seen as beautiful in society. Rapsody mentions howindividuals see more beauty in blue, green, and gray because this society grew 65

in thinking that brown is not a color and is simply something dull, boring, andcommon within humans. There is not just one shade of brown; there is a variety.There is light brown, medium brown, dark brown, and colors in between whichare all stunning. There are many stereotypes that are put on individualsdepending on their skin tone. For example, Rapsody demonstrates this bystating “Light don’t mean you smart, bein’ dark don’t make you stupid” (39).An individual’s skin tone can never determine how intelligent or how stupid oneactually is. These are just stereotypes people come up with. Intelligence isdetermined by how educated and how strong-minded an individual is. Lastly,Rapsody ends her verse by stating, And spike yourself esteem The new James Bond gon’ be black as me Black as brown, hazelnut, cinnamon, black tea And it’s all beautiful to me Call your brothers magnificent, call all the sisters queens We all on the same team, blues and pirus, no colors ain’t a thing (51- 56)She begins by listing items that are deeper in color and begins comparing themto people with deeper skin tones and saying they are all beautiful no matter whatcolor an individual is. Continuing by saying that we are all on the same teamand we are all one no matter what skin tone we are, and referring back toKendrick when he says colors should never rival. The color of one’s skin shouldnot give another individual the right to discriminate against another.Discrimination is something unpleasant and is not something that should behappening on a daily basis. Everyone is here on the same earth for a reason andwe are all brothers and sisters no matter our skin tone, hair color, eye color, orany other feature. It is hard for people to stay confident and be happy with themselves,because there are always going to be people out there who are going to judgeyou for no good reason. People are going to judge each other for their flaws andfor being unique and distinctive. Kendrick Lamar explains this to us in the song“i”. He begins by saying “As I look around me/ So many motherfuckers wannadown me/ But ain’t no nigga never drown me”. (5-7) In this verse Kendrickbegins to explain how many people have wanted to make him miserable anddoubt himself, in this case probably referring to his music career. He continuesby saying that no one has succeeded in bringing him down and he is stillsuccessfully making music. He continues on with his hook in which he states,66

And I love myself (The world is a ghetto with guns and picket signs) I love myself (But it can do what it want whenever it wants and I don't mind) I love myself (He said I gotta get up, life is more than suicide) I love myself (One day at the time, sun gone shine) (9-12)In his hook Kendrick keeps repeating “I love myself” which for many people ishard to say. When repeating this over and over again one can tell that Kendrickis confident and loves what he does even though it has not been easy for himreferring to the last verse mentioning how many people have tried to bring himdown. One has to learn to love themselves before being able to love anotherperson. He says “One day at the time, sun gone shine”. It is a process that willtake time for people to figure out and learn to love themselves, but is somethingworth waiting for. Society is full of negativity and is always making people feelthat they are worth nothing. Society can be such an ugly thing with thejudgments and expectations, but just like Kendrick says “One day at a time thesun is going to shine” (12) One will learn to love themselves for who they areno matter what society has to say and the beauty standard in which societybelieves we should follow. The day in which the sun begins to shine is the sameday equality and happiness will happen for everyone. Throughout Kendrick Lamar’s whole album To Pimp a Butterfly thereare many messages that can be found, for example, how corrupt the system is,police brutality, and religion. In the songs “Complexion” and “I” KendrickLamar takes time to teach people how to love themselves, and also addressesbeauty standards in America and how it affects and damages people of color. Itis something as a society that we have to accept that we cannot be putting labelson each other for the way we look. There is no definition of beauty because it isnot the same for everyone and no matter what an individual looks like everyoneis beautiful in their own way. Works CitedKendrick, Lamar. “I.”To Pimp a Butterfly. Top Dawg, 2015. CD.---. “Complexion (A Zulu Love).”To Pimp a Butterfly. Top Dawg, 2015. CD. 67

Education Liberation by Emiliano M. Miranda Frida didn’t feel free. She looked outside the window from the apartmentshe lived in with her mother, uncle, and close family friend; it was crampedquarters. The familiar sight outside was no different: two guys smoking a jointon the sidewalk, trying to disguise their actions behind a gardening work truckfull of rakes, shovels and trash cans. Somehow, it seems that questionableactivity always takes place by the trash. As she looked yet one more time today,the mail carrier couldn’t come quick enough. She was sure that today he wouldbring her the golden ticket, the letter that accepted her into Harvey MuddCollege, with its focus on science, math and engineering. Claremont was notsuch a far distance that her mother would block her desire to go to college.Almost any place was better than where she was at, and she needed to get outfast. The apartment was clean and well maintained, but it seemed as if it was asmall island, a private cave that was so different from the outside street that waslined with trash and litter. Gang activity was common around her neighborhood,and she remembered an incident last year when a drug ring had been raided juston the next block. With its many challenges, Frida was ready to embark on anadventurous journey. Like so many people locked into a lifestyle that seems tobe a life of someone else, Frida looked at college as a way out. Nineteenthcentury schoolmaster, William Cory, had it right when he said, “You go to agreat school…for the art of expression… a new intellectual posture… for thehabit of working out what is possible in a given time… for mental courage.Above all you go to a great school for self-knowledge” (qtd. in Astley andFrancis 80). Appearing to be larger than life itself, college in the twentiethcentury is a worthy investment. You may incur some debt; you may even loseties with some old friends from the neighborhood or high school, but therewards for taking the plunge into college is worth it. Philosopher and FoundingFather, Thomas Paine, once famously said, “A mind once enlightened cannotagain become dark” (245). College will expand your horizons, open newavenues to charter, and college will propel you into a new financial bracket thatcan only go up from there. One may want to talk about Dr. Dre who has made billions and neverwent to college. As an example of this, an article in Forbes magazine states thatDr. Dre sold his brand of headphones, Beats by Dre, for a reported $3 Billion to68

Apple, Inc. Or they may mention LeBron James who went straight toprofessional basketball from high school. Both men, and maybe a few handfulof others, have had success, but there are the millions of people that have goneto college, worked hard, and made a very good living for themselves. Fridaalways admired her high school counselor, a graduate from La Verne College,where she did her undergraduate work, and then UCLA, where she received herMaster’s Degree. On a Friday afternoon, Frida talked to her at school andnoticed she was wearing a UCLA sweatshirt. Mrs. Lopez looked a little rushedbut still had time for Frida. She had told Frida that she could assist her with awebsite that would help her process of applying for financial aid for college, andif she came by on Monday after 12:30pm, she would walk her through theprocess. Frida agreed to meet her on Monday but asked why she seemed rushed.Mrs. Lopez said she was excited to get together with her college friends sincethey were all going to the biggest game of the year: USC vs. UCLA tomorrow atthe Rose Bowl in Pasadena, and she needed to get home to prepare for thefestivities. Frida longed for a day when she would have new friends, collegefriends. Girlfriends that would not think that doing your homework was a wasteof time, or that reading a book by Charles Bukowski just for fun was strange, orthat would not choose to ditch class, even if the teacher was lame. How excitingto go to a nationally televised football game that was your alma mater. Frida walked to the local library that afternoon, so she could use thecomputer with the internet. She did not want to waste any time logging in andaccessing the new website that Mrs. Lopez had given her. Although this was thelast Friday before Christmas break, she knew some of the faculty and teacherswould be at school on Monday. Frida was leaving the library about 5:30pmwhen she noticed a very nice Lexus 300 S. As the car approached the signal, shenoticed that it was Mrs. Lopez. She never knew what kind of car Mrs. Lopezdrove, but that sporty Lexus was cool and sleek. It had a way of grabbing yourattention with its chrome rims and tinted windows, but somehow did not look asgaudy as her uncle’s Chevy. No, this was a nice sporty Lexus that looked like itcould drive anywhere at any moment. Frida knew that many people talked abouthow expensive college was and that she could never afford it, but she was toldthat there were grants, financial aid, and even loans she could take out.California with its wealth and resources allocates over $14 million in financialaid for higher education. According to an online article in The Wall StreetJournal, Mark Kantrowitz, who is a publisher at Edvisors, found that the 69

average class of 2015 graduate will have to pay back a little more than $35,000.Although this may be a large amount of money, Frida thought it was worth it,knowing that if she could get her degree in biology, she could land a job withthe Keck Foundation and they start pay at $52,000. With that kind of money,she could buy a car to get to work, help her mother financially, and still havemoney to pay back her loans. One of the research lab workers who had come toher school for Career Day said she was already making $72,000 after she hadbeen there four years and the company had received a bonus for a new cure oncancer they were researching. With her mom bringing home a paycheck ofabout $2,000 a month, Frida didn’t go without the basic necessities, but therewas no money for extras such as name brand clothing, a car, or even a meal outat a good restaurant. A salary with no end in sight was so exciting to Frida.Seventy-two thousand dollars was about three times what her mother makes inone year. Frida could only imagine the possibilities. After doing some work on the computer at the library, it was finally timefor the weekend: 6:00pm on a Friday. Frida was on her way home to relax for abit, then help her mother make tamales for her cousin’s big birthday party onSaturday. This year the family wanted to do something big for her since she wasturning 16, and because it was December, her family could not afford to haveboth a Christmas and birthday gift for her. But this year would be different. Formonths, the family had been secretly informed that her cousin would have aparty, and if everyone could pitch in, then maybe they could just pull it off.Frida was proud to be a part of the collective but also thought of the days whenshe would be a mother and could have a big party for her daughter and couldhandle it with her own income, knowing that this was always hard overall on thefamily, but it was still done with sacrifice and love. Saturday had finally arrived, and Frida was very excited to go to hercousin’s party. She was very anxious to see her aunts and uncles and, especially,her cousins. They were all getting older, and she was excited to hear what wasgoing on with them. As she arrived, the party seemed to be in full swing, but itwas still just in the middle-beginning stages. The invitations to party like theseare extended deep and wide. Neighbors, family friends, distant and even moredistant cousins, some of your mom’s co-workers, and even people that hardlyanybody knows are invited, too. After what seemed like a million hellos toeverybody that was her family, Frida finally got around to talking with hercousins. The conversation was typical at first: new music, new fashions and70

trends, and even video games. At last they reached the peak of theirconversation: talking about boys. Who was cute, who was cute at school, whowas cute at the party, hoping that he was not a cousin, but then it moved on tosomething a little more serious. As they began to talk about more advancedsexual things, this did not surprise Frida, but it seemed to disappoint her. Ofcourse, she knew they would talk about boys, but she hoped they would alsotalk about school, what assignments they had to work on to graduate, and evenwhat college they wanted to go to, and what they wanted to study. However, itnever transpired. The conversation was just about boys. Frida eventually excused herself and moved to talking with her tias andsome of her mom’s distant cousins. They all complimented her on her dress andeven started to talk about her curves. The conversation went from her curves tohow was she going to attract a man and get married. Frida could not take anymore of their comments. She replied by telling them she was going to collegeafter high school and that her counselor was helping her get in. She told them itwas only in Claremont. They all laughed when she said that and began givingher the laundry list of how that was an impossible idea. They started with, “mendon’t like smart women,” and “how was she going to manage living without herfamily.” They talked about how expensive college was and how she had triedout for the school play once but was not accepted because at that time she had athick accent and did not know English very well. That was a deep wound forFrida she had forgotten about, but they made her remember it, right there at theparty. According to West Covina Board of Education, Vice President, EileenJimenez, “college will open up new horizons and expose you to things that aregreater than one can imagine.” Frida thought of the possibilities that she couldmeet her dream man in college. Frida had once read in a social studies book thatpeople that were married lived longer, made more money, and even had moresex, something her cousins kept talking about, but they talked about sex asbeing temporary, like get it while you’re young and that’s it. Frida knew whatthe opposition said, but she was committed to follow her path. Monday came, and Frida eagerly went down to her school to meet withMrs. Lopez, after the work she had done. It was rather easy for Frida and Mrs.Lopez to set her financial aid in motion and get her ready for her collegeapplications. Once they were done, Mrs. Lopez asked Frida if she wanted tohave lunch with her. Mrs. Lopez gathered her things, said good bye to some ofher colleagues, and headed out the door. It was off to Panera for a little 71

sandwich and salad. Frida enjoyed Panera; it was a sit down restaurant, but itwas not as if you had to tip the waitress and spend more money. It was simply:enjoy your meal in a nice environment. With Mrs. Lopez’s help, Frida appliedto more schools and continued her path to college. Days became weeks, weeks became months, and it was now time toreceive her responses from the colleges that she had applied to. Frida looked outthe window again, and to her nervous chagrin, the postman was approaching theapartment. Frida raced down the stairs to get the mail and hurriedly returnedback upstairs to open the envelope from Harvey Mudd. As the anticipationmounted, Frida began to open the letter and started to read. As she looked to tellher mom the news, the phone rang, and it was her mother’s sister, Frida’s tia.Her mother said “yes,” and then “yes” again, and then said “don’t worry” andsaid “it’s going to be okay.” Frida’s mom hung up the phone, looked at Frida,and said her cousin was pregnant. Frida could not contain her emotions, andtears began to roll down her cheeks. Her mother said to her that she should notbe so sad about her cousin, and that, just as they had done when she waspregnant with Frida, and her father had left her, she said that the family wouldhelp out, and everything would be okay. But, Frida looked at her mom and saidthat was not why she was crying. She showed her mom the letter that said shehad just been accepted to Harvey Mudd. Works CitedAstley, Jeff, and Leslie J. Francis, eds. Critical Perspectives on Christian Education. Leominster: Fowler Wright Books, 1994. Print.Jimenez, Eileen. Personal Interview. 2 Sept. 2016.Martorell, Gabriela, ed. Child: From Birth to Adolescence. New York: McGraw Hill, 2013. Print.Paine, Thomas, and Rickman, Thomas Clio. The Life and Writings of Thomas Paine: Essays, letters, addresses. Vincent Parke and Company, 1908. Print.Solomon, Brian. “It's Official: Apple Adds Dr. Dre With $3 Billion Beats Deal.” Forbes, 28 May. 2014. http://www.forbes.com/sites/briansolomon/2014/05/28/apple-brings-dr- dre-on-board-with-official-3-billion-beats-deal/#3aee94ef16d2.Sparshott, Jeffrey. “Congratulations, Class of 2015. You’re the Most Indebted Ever (For Now).” The Wall Street Journal, 08 May. 2015.72

Performance Issues by Margarito J. Castillo On the Hollywood Walk of Fame in Hollywood, California, there ismuch to experience. From the Avenue of the Stars, displaying celebrity names,both past and present, on the sidewalk to the glitter in the asphalt of the streets,there is never a dull moment. In addition to all the glitz and the glamour, theentertainment capital of the world would not be the same without the countlessnumber of celebrity lookalikes and street performers on the public sidewalks,competing for the hard-earned dollar of the tourist. A street performer isultimately a person conveying some form of artistic expression, either byperforming musically or dressing up in a costume and playing a very convincingcomic or movie screen character. With street performers in large, populatedmetropolitan areas becoming such an addition to the urban fabric, if they areregulated and limited to perform by a city ordinance, these areas may lose thiselement of artistic culture. Therefore, a revised ordinance may not be thesolution to the issue of pedestrian traffic and safety. With the growing numbers of performers participating on the opensidewalks daily, public safety is a rising concern. The increase of performersand tourists sharing the public sidewalk creates a very demanding competitionto earn tips, putting both the performer and the tourists at risk. The article,“Name of Man Fatally Shot in Hollywood by Police Being Withheld” presentsinformation on a street performer who was mistakenly killed by police inHollywood. The article illustrates how the absence of strict guidelines can leadto a case of mistaken identity when trying to decipher what is pretense or anactual threat. In the article, witnesses reported to KPPC, a news radio station,that “the man was a street performer who portrayed the homicidal characterfrom the movie “Scream” and that he would scare people with a fake knife tocollect tips” (qtd. in “Name of Man” 1). The majority of these street performersdepend on an act or a gimmick that separates them from the rest of the group tostand out. With the mindset of one having to outdo the other, there has been amovement to limit the activity of these street performers to a degree. With both the safety of the street performer and pedestrian in mind, LosAngeles and other cities are looking to create guidelines for those who wish toperform in the public sphere. The article “LA City Council Moves Forward withPlans” discusses the city’s plan to limit the population of street performers. This 73

article explains that the Los Angeles City Council ordered city attorneys to drafta plan to help keep the number of street performers down to a daily limit withinthe heavily congested areas. In the article, the City Council along with the LosAngeles Police Department, recommend that “20 limited number of permitswould be given out each day” (1). The restriction set on the amount of foottraffic in these crowded areas would definitely help with the overcrowding ofthe sidewalks but in turn would take away much of the diversity these streetperformers create. Along with limiting the number of performers per day, the city alsoplans to draft a set of rules that would give the street performers suggestedguidelines with financial and legal penalties for non-compliance. In their article“Hollywood Boulevard; Less Drama?”, Nina Agrawal and Emily Alpert Reyesdiscuss an upcoming vote held by the Hollywood Chamber of Commerce todraft a plan that would regulate conditions and limit the number of streetperformers on the Hollywood Walk of Fame. Agrawal and Reyes explain thatwith the rise of complaints to police about the congestion of city sidewalks andpedestrians not having enough room to walk, law enforcement is concerned forthe out of town tourists and how the performers aggressively prey on them (1).With fewer performers out on the sidewalks, monitoring sidewalk traffic andperformer conduct would be easier for law enforcement, along with making itcomfortable for the tourist as well. In the article, Police Chief Charlie Beckrecommends that restricting the street performers would give the tourists “abetter flow while walking the Hollywood sidewalks” (qtd. in Agrawal andReyes 2). This would be the ideal solution to the problem. However, there is aconcern that regulating these performers might violate certain rights. Agrawaland Reyes quote Civil rights attorney Stephen Rohde stating that “restricting theperformers could be an unreasonable limitation on the right of assembly and theright of free speech\" (2). Punishing every street performer for the smallpercentage of those who are overly aggressive would be unfair to those whobehave with proper conduct. Agrawal and Reyes also quote Matthias Balke, anentertainer who impersonates Batman for a living. In the article, Matthias states74

that, “It’s a one-size fits all solution that punishes the good people for thewrongdoing of the bad people” and would “kill the street scene” (qtd. inAgrawal and Reyes 2). On one hand, a diverse street culture brings the city tolife, while on the other, a potential danger exists to the tourists who migratefrom all over the world to enjoy this atmosphere.Other major cities are experiencing similar issues with street performers.The city of Burbank hosts a growing number of musical performers. In hisarticle, “Burbank Juggles Street Art, Noise,” Chad Garland explains howbusinesses in a specific Burbank area are complaining about the noise levelscaused by street musicians. Garland reports that “as the area has become morepopular with street performers, though, problems have arisen” (1). With theincreased amount of sound created by these musicians, the noise levels tend togo up, causing a disturbance among local shop owners. Garland mentions JerryKoren, the general manager of Market City Caffe, who recently complained tothe city council that the noise levels bother the customers who dine at theoutdoor restaurant tables. Koren states that, “There’s no clear way to resolvenoise issues involving street performers, simply asking doesn’t always work”(qtd. in Garland 2). From the performing musician’s standpoint, noisecomplaints may be taken as an offense of their artistic performance and lead torebelling against the request. Fortunately, for the street musician, not everyonewho frequents Downtown Burbank claims the performer is troublesome.Garland relates the story of Jerry McQueen, who is a Sherman Oaks residentwho enjoys the festivity created by these local musicians. McQueen mentionsthat he has gone to Burbank with friends to enjoy performances by these localmusicians. McQueen states, “Most of the time, it seems like a good thing, andpeople enjoy it while they’rewaiting for a movie or dinner”(qtd. in Garland 1). The livesound of the street musiciansconveys an added sense ofatmosphere for McQueen andhis friends while enjoying eachother’s company during anevening meal. This uniqueexperience makes them want to Figure 1:Batman arrested in Hollywood, CA.return. 75

In Boston, Massachusetts, where street performers are now paying for apermit, the same types of problems continue to arise even with an ordinance ineffect. In her article “City Council Ordinance to Require Permit for StreetPerformers,” Nicole Mis presents the outcome of an ordinance initiated by theBoston City Council to regulate the activity of street performers and to definespecific rules and restrictions. Mis discusses that even with the Commissioner ofPublic Works collaborating with the city to regulate set times and locations forthe artists to perform, the Street Arts and Busker’s Advocates organization feelsthat the ordinance terms are unconstitutional (2). Mis presents a statement fromStephen Baird, the executive director of the Busker’s Advocates, who feels thatthe ordinance is a mistake because “artists keep the city alive and new art formslike jazz, blues and tap dancing were not invented in the university but on thestreets by people” (qtd. in Mis 2). Freeform art on the streets, witnessed bynumerous people without any kind of interpretation from the law, allows anorganic development, but once the artist is instructed to follow guidelines, theexpressive element is lost due to the pressure of authoritative constraint. Bairdexplains that the ordinance is poorly written because it lacks any definition anddoes not give the performer any specific time to play, but gives Public Worksthe determination to limit time which is “totally discretionary andunconstitutional” (2). Even with this ordinance, Boston still continues to faceissues defining the jurisdiction of where the street performer can set up andwhen they are allowed to perform without further limitations by theCommissioner of Public Works. The decision to regulate freedom of artistic expression by performers,along with limited access permits issued by the city, once passed, will create amore difficult situation than before. If street performers are set to a limitednumber of 20 per day, for example, the remaining performers who do not makethe daily cut would be forced to “break the law.” This may also raise a potentialthreat of public safety and unconventional methods to make a living. Thesealready struggling street performers, who depend on their tips to survive, wouldbe forced by this ordinance to earn their money by desperate measures.Regulation would make it harder for performers in an already-over-competitivemarket; with it, the street performer has to earn a living and pay the expected feefor the permit, which becomes an extra expense and creates an unfriendlycompetition between performers.76

Works CitedBrett. \"Holy Busted Batman.\" Graphic Policy. 05 June 2010. www.graphicpolicy.com 1. Web. September 29 2016.Emily, Alpert R., and Agrawal, Nina. \"Hollywood Boulevard; Less Drama?; Proposed Rules Would Limit Performers Along the Walk of Fame.\" Los Angeles Times. 29 June 2016. Proquest 1-5. Web. 10 September 2016.Garland, Chad. \"Los Angeles; Burbank Juggles Street Art, Noise; Increasing Popularity with Performers Has Led to Complaints.\" Los Angeles Times. 27 May 2015. Proquest 1-4. Web. 10 September 2016.\"LA City Council Moves Forward with Plans to make Characters on Hollywood Boulevard Obtain Permits.\" Daily News. Jun 29 2016. Proquest 1-3. Web. 10 September 2016.Mis, Nicole. \"City Council Ordinance to Require Permit for Street Performers.\" University Wire. 26 October 2015. Proquest 1-4. Web. September 10 2016.\"Name of Man Fatally Shot in Hollywood by Police Being Withheld.\" Daily News. 08 December 2014. Proquest 1-3. Web. September 10 2016. 77

Combat Rations by Sandra Lopez Mythic reality and sensory reality are both evident in one poster imageby Mark Pinto and assert what society sees and what it does not see. Mark Pintois a U.S. Marine Corps veteran who served in the Gulf War. His poster isframed in a way that shows two sides of one story. On one hand, the viewers seethe part that everyone sees, the military gives service members weapons. On theother hand, the viewers see something that the military does not make public,that the military gives the service members drugs to deal with the trauma of war.Americans see that mythic reality that these are tough men and women. Theyare brave; they signed up at a time of war. They are given weapons and are toldto commit unspeakable acts. The mythic reality of that fact is that society isbeing told that they are fighting the “bad guys.” Society is also told theseservice members are “okay” with fighting the enemy and killing them and thattheir training was so extensive that trauma is not something that they willexperience. This picture brings out both the mythic and sensory in a way thatstops the viewers and makes them think about what these service membersactually go through and what the military is doing to help them after they comehome from war or even during war. In this image viewers see a black background and a set of hands. In onehand there are bullets and in the other there are pills. “Combat Rations” iswritten in the corner. The black background can represent the darkness thattakes over soldiers when they are sent to a combat zone and when they get back.Chris Hedges writes in War Is a Force That Gives Us Meaning, “Our dead.Their dead. They are not the same. Our dead matter, theirs do not”, and that isthe mythic reality that is fed to the public (14). However, in this image there areno background details, and there is no clue of who this person is; that is a verypowerful statement that the author of this drawing wanted to get across. Bymaking the background black, the hands and what is in them are the main focus.The main point is that there are service members who are being sent back tocombat zones even though they are suffering from PTSD.78

The words “Combat Rations” are the only words that are in this picture.In this image, rations relate to what is given to soldiers when they are gettingready to go into combat. There are three bullets and three pills. It can beunderstood that the ratio of bullets to pills is equal. What can be taken from thisis that for every bullet they fire they will need a pill, powerfully suggesting thetrauma that combat has on soldiers. In Barnet and Bedau’s, From CriticalThinking to Argument they state that “Most visual materials that accompanywritten arguments serve one of two functions-they appeal to the emotion…orthey clarify numerical data…” (117). This picture with those two words appealsto both. The emotional part of it would be that the hands being held out that waycan remind oneself of a child waiting for candy or a prize. The numerical ratioof the bullets to pills, indicates that one bullet can cause so much psychologicaldamage that the soldier will need an equal amount of medication. One very important feature of the image is that there is no body to thehands; the viewer cannot tell if it’s a man or woman. There is also no race; theviewer cannot tell who the soldier is or where the soldier is from. There is nobackground on who this person is. It shows that the military does not care. It isjust handing out its rations to whoever it has on a list; to the military, the humanis not important. It also shows that trauma does not discriminate. It suggests thetrauma that the soldiers initially go through and all that they continue to endurebecause the military keeps sending soldiers into combat areas even though theyare dealing with so many psychological problems; trauma is not picking who is 79

weak-minded or who is breaking. This kind of trauma can happen to anyone.This is shown in the image because the viewer cannot tell whose hands theseare, and it can be someone the viewer cares about. One of the mythical realities that this picture addresses is that the publicis shown images of service members. These are sure to be labeled as “TheBrave Men and Women of the Military.” The military makes sure that the publicknows that these men and women volunteered because they are so brave andthey are tough and can handle war and combat zones. The public is being toldthat they are fighting the enemy, and because they are fighting bad guys, thekilling is justified; however, this image shows just how the military helps theservice members justify these killings. They help them by giving them drugsand then sending them back out there to keep killing, hoping the pills makethem feel better about it. In this poster, the public can see something that is notthought of very often because it is fed so much mythic reality. But the sensoryreality is not often seen unless a person has dealt with it first hand as a servicemember or with a loved one who is a service member. This image is one that should be seen by everyone. It stops viewers andmakes them think of everything that these brave men and women go throughand keep going through. There are so many times when a service member is notallowed to go into combat areas because of a physical injury, but the militarydoes not see a psychological problem as an injury. They try to resolve it withmedication and only stop them from going into combat areas when it’s too lateor it’s gotten too messy. This image makes a point to show how the militarydeals with their soldiers. It’s effective in a way that it makes viewers questionthe care that is given to service members suffering from PTSD. Works CitedBarnet, Sylvan, and Bedau, Hugo. From Critical Thinking to Argument. Boston: Bedford/ St. Martin’s, 2014. Print.Hedges, Chris. War Is a Force That Gives Us Meaning. New York: Anchor Books, 2003. Print.Pinto, Mark and Koji Pinto. “Combat Rations.” Poster. Flickr. 8 Jan. 2016.80

Class Differences by Rafael Vargas Many U.S. citizens do not like to identify themselves with an economicclass for several reasons but mostly because class identifications are backed bycommon misconceptions. One misconception is that class identification bringsshame or embarrassment to individuals who didn’t accomplish the ‘AmericanDream’. Identifying oneself with a class usually implies that one acknowledgesclass privileges, class oppression, or class nature. It is not a popular idea mainlybecause discussion of class is purposely avoided in the media or in public.Those who choose to speak of this subject are shunned or ridiculed for severalreasons, like not being patriotic. Therefore, some see class identification as notimportant because of commonly induced notions of class, better known ascultural myths. These myths make bold claims that are accepted by manypeople, perhaps the majority of Americans. What this does is blind the public tothe actual realities. In actuality, class position can accurately predict thesurvival, educational achievement, and economic status of an individual;although class doesn’t absolutely determine the outcome of an individual’s life,it can grant specific advantages or disadvantages. The chances of a particular group to excel are profoundly influenced bythe amount a type of oppression it experiences, and they are systemic injustices.Social capital is the access people have to information or access to jobs that canput them in an advantageous position. Morton Deutsch, a social psychologist,points out that “The social capital that one can acquire and maintain is affectedby such factors as one’s family, social class, membership in particular ethnicand religious groups, age, sex, physical disability, and sexual orientation” (2).What this means is that the chances are higher for an individual to acquire socialcapital through friends, family, neighbors, classmates, or acquaintances. Most ofthe time someone can gain social capital by being born into a wealthy familywith connections to opportunities. However, fewer opportunities may exist inlower income earning classes. Picture a working-class man in his twentiesworking at a local supermarket; his chances of becoming a wealthy businessmanare less because he has no references for an entry level job, so he may not beconsidered at all compared to someone who may have many references andfamily members working there, which gives this man an uneven opportunity toadvance in life, even though he could be more motivated and more disciplined 81

than the other. Yet, there is a common myth that claims everybody has an equalopportunity to become wealthy and all that is required is hard work, discipline,sacrifice, and dedication. A simple inheritance of large sums of money can alsoput people in a position with easier access to high paying jobs or investmentopportunities, as their environment is most likely going to be significantlydifferent than that of the working-class. This systemic injustice could make itdifficult for the common worker to get ahead. Along with oppressions causing many people to fail or struggle comesthe effects of these existing differences; not only do the effects of oppressionmean more power to the ruling class but also a vast difference in the quality oflife between the rich and poor. Gregory Mantsios, a director of the Joseph S.Murphy institute for Worker Education and Labor Studies, concluded that“Lower-class standing is correlated with higher rates of infant mortality, eye andear disease, arthritis, physical disability, diabetes, nutritional deficiency,respiratory disease, mental illness, and heart disease” (389). The expectancy andquality of life is much higher in the upper-class than in the lower-class becauseof access or lack of access to necessary services. For example, better qualityhealthcare is easier to obtain for an economically advantaged person than onewho is not because health insurance requires money. The economicallydisadvantaged are almost forced to pay expensive insurance premiums in orderto receive medical attention for their well-being. Of course, there are programsfor the poor and disabled that offer some medical coverage, but overall a gapstill exists. There even have been attempts to provide universal healthcare for allU.S. citizens, but with almost every legislature attempt of reform, resistance anddisagreement in people arises. Additionally, differences in access to healthfulenvironments exist between the classes. A simple but important example ofnutritional deficiency is that at nearly every street corner, fast-food restaurantsare in sight and are usually cheaper than healthy foods; thus, many low-incomeearning families consume less nutritious food in order to save money for othernecessities. Morton Deutsch terms this advantage in certain people and access toresources as consumption capital (1). There is growing inequality in the qualityof life between the elite-class and the working-class, and the result is that thepower is shifted to the ruling-class, producing a plutocracy, where inequalitypersists. To combat these advantages and disadvantages, a well proposed andthought out plan for educational equality is one option for change that needs to82

be proposed. Jean Anyon, a professor at City University of New York,examined five elementary schools at the fifth grade level and noticed majordifferences in the school’s methods and curriculum. She broke down the fiveschools into four categories: the working-class, middle-class, affluentprofessional, and the executive elite. The working-class and the middle-classschools were generally serving families with low incomes and the schools rarelyencouraged or taught critical thinking and creativity. The main purpose of theworking and middle-class schools was to prepare students for a job or topossibly be accepted at a decent college. The affluent and executive eliteschools gave the students more freedom to control the classroom; whereas, inthe other schools, there were strict rules and the student teacher communicationleaned toward an authoritarian arrangement. The affluent and executive eliteschools generally educated higher income families whose goals of educationwere to prepare students to be lawyers, engineers, or to hold other high payingjobs. Some of the educational goals of these upper-class schools were to providestudents with individual thought and to excel in life (Anyon 136-151). It isalmost as if the lower-class students are misguided, leading to another cause oflesser opportunity in working class lives. What Anyon doesn’t seem to mention, however, are any theoreticalsolutions; what if these schools were more equal in the quality of education?This notion of similarly effective school systems can be implemented in order toalter this educational inequity. To have every school function similarly, but notidentically, to the affluent professional and executive elite schools will beimportant in lifting the public out of this oppression of distributive injustice(Deutsch 1-2). If people were to have better educational opportunities, thenmaybe class position can become less relevant and even obsolete within time,demolishing what Morton Deutsch refers to as Cultural Imperialism (3).Without an attempt to change this issue of education inequality, then maybemore serious issues will emerge and make class relations even more difficult toreform. However, perhaps it is inherent for this capitalist system to have themajority of people work in low-paying jobs, do heavy work, and work manyhours to produce goods; therefore, other changes that directly affect wealth arealso required. Another possible idea of solving the issue of class difference is what the“Manifesto of the Communist Party” brings up, the abolishment of all rights ofinheritance (243-44). Marxist ideology does not sit well with an exceedingly 83

large amount of Americans because of the tension that arose during the ColdWar and the demonization Marxist ideas were given because of their associationwith communism. Nevertheless, this idea of eliminating all rights of inheritanceis valuable because its purpose is to generate better opportunities, regardless ofmonetary status. As mentioned earlier, inheritance can put someone in abeneficial or even in a troublesome position. It can range from deep debt to alarge amount of inherited wealth; this can keep families in poverty or luxury. Tomany, this is a radical idea yet very relevant in eliminating the advantages ordisadvantages of class. There seems to be a growing desire among scholars to dismiss the issuesof class inequality. One popular notion of the opposing view is that there is noone to blame for working class oppression but the working class peoplethemselves, implying the reason for failure in the free market is solely based onthe concept of not trying hard enough. This is a rather simplistic conclusion tothe reason why most U.S. citizens are not rich, when the answer is a bit morecomplex than that. Not only is there sufficient evidence that says otherwise, butpersonal experience can also be considered. Deutsch explains that there is someother factor that determines a person’s success, oppression (1). Although mostoppressions do not dictate one’s life, they greatly influence the opportunities fora given group. For example, Jean Anyon concluded in her studies that “Schoolexperience, in the sample of schools discussed here, differed qualitatively bysocial class” (151). Her studies shed light on the differences of education andthe resulting opportunities available to students, even if the study was onlyconfined to five elementary schools. However, it is true that numerous peoplehave managed to individually overcome the oppression of class and race. Forexample, an African American or Asian American that came from a poor familymay now be generating large sums of money in the U.S. from big businessesthat they own, but these few that have come out on top do not necessarily provethat oppression or class differences do not exist for the many. Oppression is notan excuse for people’s failures, and this paper doesn’t claim it cannot beovercome, but it is difficult and not everybody has a fair shot at even trying.The position of one’s class may determine many things in his or her life, but it isnot a natural law of life.84

Works CitedAnyon, Jean. “Social Class and the Hidden Curriculum of Work.” Rereading America. Ed. Gary Colombo, et al. Boston: Bedford/St. Martins, 2016. 36-152. Print.Deutsch, Morton. “A Framework for Thinking About Oppression and its Change.” International Center for Cooperation and Conflict Resolution. Teachers College, Columbia U, 2006. Web. 1 October 2016.Mantsios, Gregory. “Class in America – 2012.” Rereading America, Ed. Gary Colombo, et al. Boston: Bedford/St. Martins, 2016. 77-396. Print.Marx, Karl and Friedrich Engels, The Communist Manifesto. Ed. Gareth Stedman Jones. London: Penguin Classics, 2002. 218-244. Print. 85

Miniscule Portions by Israel Sanchez “Aloysius Nwanko has lived with his wife, four children, and mother inthe Grove Hall Section of Boston for two decades” (Jobin-Leeds 115). He ran abusiness in town, a small business that probably only those who are from theGrove Hall Section know about. But when the establishment struggled to makea profit, which is the American reality, the family could no longer make themortgage payment, and the big bank got a taste of blood at this point, like thegreat white shark in the movie Finding Nemo. Bank of America followed its“greedy instincts, and sent a notice of foreclosure and eviction”(Jobin-Leeds115). The Nwanko family is no different than millions of families in America.They struggle to survive, with the one percenter’s system of oppressioncontinuing to keep them down. Meanwhile, those big banks that force thestruggle on to many families seem to be bailed out when they get into financialtrouble of their own, and the money used comes from the American taxpayers.That’s how the system is rigged. For there to be a just society in the UnitedStates, the working class must collectively force the redistribution of wealth,starting with the person that doesn’t have a cent to his name and the person whois worth over a billion. The one percent wants the majority of people to believethat even though they all are the ninety-nine percent, many make up a workingclass, which implies they are not the most poverty stricken, but they also are nota part of a middle class. Defining the nation’s population with these distinctgroups causes competition and divides the majority of the population. Everyclass that is below the upper class, regardless of its identification as low, isfighting every day for a tiny portion of the nation’s overall wealth. The wealthyalso use the media to keep people from realizing this truth. When wealthypeople pay for the creation of T.V. shows, they make the main characterslikeable. However, whether the show is trying to reflect a rich life style or apoor struggling one, the bottom line is that their lives are nothing that relates tothe real struggles of the ninety-nine percent of America. Some members of U.S society believe that people are born into wealthand some aren’t. That’s life, and that’s way it has to be. However, the upperclass wasn’t planned out and designed to dominate society and popular culture.And the wealthy weren’t supposed to be the ones controlling and dictating theeconomy every single day of the year. The system isn’t meant to keep the poor86

people poor. There are members of society that believe this is true. The peoplethat believe this are probably the same people that preach the idea that all ittakes to be truly successful in the United States is hard work and determinationbecause it has got nothing to do with the position you are born into. What aboutthe connections and the resources that wealthy people have all throughout theirlives? This is called social capital, and the visionary sociologist Morton Deutschexplains how this type of capital functions in society, “Social Capital is thenetwork of social ties (family, friends, neighbors, social clubs, classmates,acquaintances, etc.), which can provide information and access to jobs andmeans of acquiring the other forms of capital, as well as emotional and financialsupport” (9-10). When the country’s dollars are spread out evenly, regardless ofrace and color, then the resources and connections will come with it, and theelites will not be the only ones to have advantages. The lopsidedness is everywhere. What if the country started a foot raceand, regardless of background, every family in America had to start running?The reason everybody is running is because success and comfortable living is atthe finishing line. In this race, the rich one percent is cheating and has a hugehead-start over everybody else. To ensure that things stay the way they are,members of American society spend a lot of attention on the youth. The youth isthe future, and rich families are able to send their children to the top-notchschools in this country. At the same time, the children who live in poverty go toschool in poverty and are met with a poor style of teaching. There are two pathshere; one is the way to easy success, and one is the way to more struggle anddisadvantage. Author Jean Anyon directly indicates how poorly some youngminds are taught in some schools. She says, “Work in some language artsclasses in a poorly funded school is mechanical based when it comes topunctuation. This is only dealing with commas, periods, exclamation points,question marks, capitalization, and the four kinds of sentences. One teacherexplained, ‘Simple punctuation is all they’ll ever use’” (138). Additionally,language arts didn’t involve creative writing for the children. This is thecommon style of teaching in a poor section of New Jersey. There has to be ashocking number of similar situations across the U.S. The rest of the subjectstaught at this school are not pushing students for any type of excellence. Theteachers are giving the children the bare minimum of what they could beteaching their young minds, and for children to try to think in any critical senseis way out of the question. The students at this school look more like soldiers in 87

line with a drill sergeant instead of a teacher. However, children with wealthymothers and fathers are able to go to elite schools where their minds are beingtuned to think critically and start on a path to be successful in American society.Every subject taught at an elite school involves independent choice making andcritical thinking along with the creativity; these are key (140). However, the majority of the kids in America are not influenced even tobe at school because there is no way to excel as a student except for a selectfew. Every day most children still have to go home to their poor neighborhoods.In many of these neighborhoods, there is no wealth. Yet, somehow guns anddrugs of all kinds still find their way into these segregated areas. Whencomparing and contrasting these neighborhoods with wealthy ones, like BeverlyHills, the two look nothing similar. Sometimes in an area where it is anythingbut prosperous, which is many, there seems to be for many no choice but to killor sell some type of drugs, as long as there is some type of profit to be made.The people in these communities believe that the wealth in America isn’tdivided up right anyway, so why not? Anybody with common sense can think ofthe “why nots” to decide not to pick up a gun or to think of the reasons whyselling drugs is not the right way. But, sometimes the pressure is too much foran individual who lacks the resources that a wealthy person does. Sometimesthese are the only ways to survive one more day. Without an equal share of the money in America’s gigantic piggy bank,the two extremes in America are not going anywhere. If people do not work tomake a change, there are always going to be two types of Americans. There isalways going to be a struggling family and a prosperous family, a family of fivewith one car under their name, and a family of five with five cars under theirname, a family with connections to the White House, and a man withconnections up his block to buy a gun. Works CitedAnyon, Jean. “Social Class and the Hidden Curriculum of Work.” Rereading America. Ed. Gary Colombo, et al. Boston: Bedford/St. Martins, 2016. 36-152. Print.Deutsch, Morton. “A Framework for Thinking About Oppression and its Change.” International Center for Cooperation and Conflict Resolution. Teachers College, Columbia U, 2006. Web. 1 October 2016.Jobin-Leeds, Greg and AgitArte. “When We Fight, We Win!”: The Struggle for88

Economic Power.” When We Fight, We Win!: Twenty-first-centurySocial Movements and the Activists that are Transforming OurWorld. New York: The New Press. 103-128. Print. 89

Environmental Injustice by Mercedes Vazquez There are many reasons why our earth is slowly dying. Different people,from different parts of our world are to blame. However, as the human race,together, we can do several things to reverse the death of the planet. Knowledge is the first step forward in making a difference on thisplanet. The lower and middle class communities, which usually reside inneighborhoods that are the most impacted by environmental injustices, shouldhave awareness (Jobin-Leeds 137-38). Local governments of thesecommunities should push the issue of solar energy, recycling, and many otherways of helping the environment of our schools, public transportation,employers, and our children (Jobin-Leeds 142, 145). As Morton Deutsch explains in his writings about oppression, manynations, along with their communities, are not aware of the damage they aredoing over time to our planet. Skilled people, with education, however, can beleaders in making a difference to fight for what’s right by helping to educate thepublic about climate change (Deutsch 9). Naomi Klein, for example, suggeststhat the billion dollar fossil-fuel industries divest from globalization, fracking,tar sands, and other transnational projects that deeply affect resident areas wherethis occurs (Klein 442-448). Those big companies need to help lower all theemissions they produce. Capitalism and politics make this environment what it is, that is,damaged. However, the government has the money and the power to changeglobal warming and destruction of the planet (Jobin-Leeds 132). If fossil fuelswere to skyrocket in prices, and solar energy was priced very cheaply; we wouldeventually slow down the greenhouse effect, breathe cleaner air, and hopefullypreserve the life here of this earth. Works CitedDeutsch, Morton. “A Framework for Thinking About Oppression and its Change.” International Center for Cooperation and Conflict Resolution. Teachers College, Columbia U, 2006. Web. 1 October 2016.Jobin-Leeds, Greg and AgitArte. “When We Fight, We Win!”: The Struggle for Economic Power.” When We Fight, We Win!: Twenty-first-century Social Movements and the Activists that are Transforming Our World.90

New York: The New Press. 103-128. Print.Klein, Naomi. “The Right to Regenerate.” This Changes Everything. New York: Simon & Schuster, 2014. 442-448. Print. 91

Social Injustice: The American Dream by Nora Reyes Mantsios states in his essay that “from cradle to grave, class position hasa significant impact on our well-being” (399). It is true that a person is borninto a class. Hardly ever does a child who is born in poverty move up the ladderand become a wealthy adult. It is a misconception that in the United Statesanyone is able to go from rags to riches if only he works hard enough, especiallysince the amount of wealth a person will have as an adult is determined by howmuch wealth their parents possess. In order to achieve the “just society” thatMantsios calls for, changes have to be made in the redistribution of wealth andequal opportunity to education and economic success. The children of those who are in the upper class have better educationopportunities than the children of those who are members of the working class,and as Deutsch points out, “The most important skill capital in today’s society islocated in the elite universities that provide the credentials for the privilegedclass” (Deutsch). Wealth is kept exclusively for the upper class throughinheritance and social capital, with facilitate success for generation aftergeneration. Those in non-privileged and lower classes of society will havemuch fewer opportunities, as the skills and credentials necessary to achieve highvalue in the job market, as well as the elite universities that that provide such,are mostly beyond reach. Besides the obvious economic advantages, there alsoexists an inequality in the teaching approaches used at the youngest age. Studies have proven that working class schools prepare their students forblue collar jobs. Teaching methods deprive students of analytical, criticalthinking, creativity, and problem solving skills. Class work involves followingsteps, mechanical procedures, rote behavior and little to no decision making,choice or creativity. This contains them within the working-class generationafter generation (Anyon 136-152). In elite schools, that service children in theupper class, students are given work that “helps them to achieve, excel andprepare for life” (Anyon 148). Children are allowed to challenge problems andrealize that the answer is not important but rather, how the student used hisintellect to come up with solutions and challenge the answers. These studentslearn to set up the problem themselves in different ways. This curriculum is setup to prepare students for high income and wealth producing professions. One92

may see from these studies that the upper class families have an unfairadvantage in opportunities over the lower class families very early on. The upper class has a wide variety of commodities at their disposal,which greatly improves their overall quality of life. Children born into wealthwill inherently be entitled to better education, housing, food and nutrition, lowertax rates, health care, physical health and mental health. Exclusive elite schoolsset the base and the fundamentals, while economic resources ensure that thesechildren enter the elite universities. Wealth comes with luxurious lifestyles andlavish accommodations; higher social classes tend to live in cleaner, unpollutedcommunities with significantly lower crime rates. The system currently in placeheavily favors the wealthy. Multi-million dollar corporations are granted taxbreaks, bailouts and loopholes that are exploited time after time. For example,one of the current candidates running for president of the United States, DonaldTrump, our current republican candidate has avoided paying taxes for decades.Average working class Americans contribute to 25% of their income towardstaxes while the wealthiest Americans will pay just around 20% of their income.Essentially the system is set up so that the wealthy pay less while the workingmiddle class end up paying more. The lower classes face a great deal of struggles in every facet of life.Children born into the working class suffer from poor overall living conditions.They will be subjected to sub-par education, housing, nutrition and health care.Large refineries and other companies that have a negative effect on ourenvironment tend to be geographically located closer to poorer ethniccommunities. For example, there was a case of Exide led contamination in thecity of Vernon, California where led, arsenic and other toxic pollutants werereleased into the atmosphere by this battery recycling plant. It affected 10,000homes in a predominately Latino community. Residents of this city and itssurrounding communities have been negatively affected and will continue to beaffected for generations to come. These neurotoxins cause a wide variety ofdevelopmental and learning disabilities, social emotional disorders and lowerIQs. Such stories can be found in countless lower class, ethnic communitiesacross the United States, but the public will never hear of such environmentalaccidents affecting upper class communities. In order to obtain Mantsios’s ideal of a just society, the United Statesneeds to make significant changes in its distribution of wealth. One of thechanges the US needs to consider that would positively affect the distribution of 93

wealth is a complete overhaul of the tax system. As stated in the Manifesto ofthe Communist Party, Marx and Engels demand “a heavy progressive orgraduated income tax”. The wealthy should pay more if they make more andthe working class should pay less to alleviate some of the hardship of familieswhich are already living paycheck to paycheck. Another significant change thatis needed is to make education equal across all classes. There should be noprejudice based on ethnicity, gender, sexual preferences, religion, geography oreconomic status. The same teaching approaches should be utilized across theboard. The best Ivy League schools should be on par with the worse publicschools in ghettos across the country. Education needs to be placed on a levelplaying field in order for all to have the same opportunities. All children at theyoungest age should be equally prepared for success in life. Wealth should notfactor in the quality of education provided just as poverty should not exclude theless fortunate from reaching the highest levels of education and entering intoprestigious universities. A drastic change is necessary as part of the solution toensure equal opportunities as well as economic success for our generalpopulation. In order to obtain a just society, changes need to be implemented whichgreatly close the gap between the haves and have nots, changes that challengethe status quo. Adjustments that promote equality in education and providesimilar, fair opportunities for the wealthy and the poor alike. We need anoverhaul of our current tax system, which heavily favors the wealthy. The richshould contribute with higher taxes while lower and middle class familiesshould be paying less according to the amount they earn. Tax breaks for thepoor or middle class can greatly improve the quality of life for strugglingfamilies. The sooner these modifications are placed into affect, the closer wewill be to reaching Manstios’ ideal of a just society. Works CitedAnyon, Jean. “Social Class and the Hidden Curriculum of Work.” Rereading America. Ed. Gary Colombo, et al. Boston: Bedford/St. Martins, 2016. 36-152. Print.Deutsch, Morton. “A Framework for Thinking about Oppression and its Change.” International Center for Cooperation and Conflict Resolution. Teachers College, Columbia U, 2006. Web. 1 October 2016.94

Mantsios, Gregory. “Class in America – 2012.” Rereading America, Ed. Gary Colombo, et al. Boston: Bedford/St. Martins, 2016. 77-396. Print. 95

Economic Inequality in America by Aaron Thomas There has always been an unrealistic idea or “dream” that everything inlife should be dealt with fairly and equally. However, this idea and dream havefrom time after time been proven to be just another facade. While the 99% awaitfor this dream to turn into reality, the 1% continue to thrive, control the country,and deteriorate the lives of the majority of the American people. In order toreach economic equality, the tremendous gap between the rich and poor must benarrowed. There must be changes made quickly to secure order in America andto ensure that the majority of the American people are thriving, rather than justthe minority. The 99% are deeply oppressed by consumption and investment capital,and each year it continues to worsen. With the working class struggling for thenecessities such as food, water, physical security, housing, and employment, the1% are remaining afloat, and plotting for their future generations to control theeconomy as well, by “protecting their market value, not only for themselves, butalso for their children, who will enter in similar fields” (Deutsch 2). If thiscontinues to happen, then none of the high paying jobs will be open for theworking class, and the opportunity to attend an elite college is even moreimpossible, limiting the opportunities of the working class in America. A hidden truth is that one percent of Americans hold twenty percent ofthe country’s wealth, and the richest 160,000 families have more than thepoorest 145 million families (Jobin-Leeds 105). These unbelievable numbers arethe reality of America today, and each year as the numbers just worsen, the gapwidens. In order to fix an issue this immense, it will take the participation ofboth classes. The rich and poor have never been known to intermingle, interact,or even recognize each other. The lower and upper classes have always bumpedheads and almost never shared agreement. Because of this, there has been aninvisible form of segregation taking place, separating the rich from the poor, andthe differences between both aren’t fair or equal in any way. If circumstanceswere different or changed, such as the rich and poor interacting more andsharing in agreement, than a huge shift in building equality among the classescould begin. If the classes act as allies and work together, they can definitelycome into agreement when voting on policies, thus creating opportunities thatare in favor of both classes. Although this may be a long shot, breaking these96

social barriers can be a start in the war on economic inequality. The tax rates on the rich are ridiculously low and even shockingly lowerthan that of blue-collar workers. The working class, which is barely makingends meet, is forced to pay higher taxes than the 1%, the ones who can afford tolose this money. Warren Buffet, an investor who is an active participant in the1%, admits that his tax rates are even lower than his secretary’s, and while herrates are rising, his continue to be lowered. Buffet claims, “There’s classwarfare, all right, but its my class, the rich class, that’s making war, and we’rewinning” (Jobin-Leeds 105). The tax rates of the 1% must be raised in the bestinterest of the country. If the rates were to be raised, there would be extrafunding for programs, such as public education, medicare, and unemployment.This will benefit the country in a tremendous way, creating more equalopportunities and conditions for the 99%. Instead of the 1% using and wastingtheir wealth on pointless material items, they can use some of it to give back totheir country, rather than continuing to rob it. The wealthy receive generous tax rates, but much of the working classcontinues to pay taxes but only receives the minimum wage, which is far fromrealistic. There is no way people can live on the minimum wage, especially ifthey have a family to support as well. Minimum wage must increase to insurethat people can actually live on their incomes and can, for once, live stress freelives. Many people are basically working their bodies to the bone barely tomake ends meet. Many employers complain and lie about not being able affordto pay higher wages even though the company profits continue to rack up(Jobin-Leeds 115, 122). With minimum wage up, people would be able to payall their bills in full and actually to survive on their incomes. This will allow forthe economy to flow in a smoother way and lessen the rate of unemployment. While the working class barely has enough to live, the wealthy have thepower to influence political campaigns and, therefore, the policies of thepoliticians. Today political campaigns are all centered around money. It is nolonger about who is best fit for the job or who will run the country responsibly,but it now is, unfortunately, about who has the most money to last in the race.All it takes is a check to be written so that politicians can shape the governmentin favor of the rich and meet their own needs and wishes. Eliminating thisinfluence by not allowing it, or limiting the 1% from donating their money, canmean a fair race, an opportunity for the majority of the American people’s needsto be met, and these results can refer elections back to the traditional and pure 97

meaning of running for presidency, to make the country great and not to gainpersonal power. It is time for the best candidate to be elected so that the realissues in American can be met. The working class serves as the productivemajority of the country, yet their needs and requests are ignored and disregardedas if they were never issues (Jobin-Leeds 125). This is something that mustchange because these issues are very real and must be handled in order to reducethe gap between the rich and poor. The war for economic equality has been a long lasting battle. Many areaware of the solutions and steps needed in order to move the country in the rightdirection but refuse to take them, whether they are afraid to do so, too lazy, orfor their own personal reasons. It will take 100% of America to participate andput these solutions into action so that there may be balance between the classes,and so America can, in fact, be living proof of a classless society. Works CitedDeutsch, Morton. “A Framework for Thinking About Oppression and its Change.” International Center for Cooperation and Conflict Resolution. Teachers College, Columbia U, 2006. Web. 1 October 2016.Jobin-Leeds, Greg and AgitArte. “When We Fight, We Win!”: The Struggle for Economic Power.” When We Fight, We Win!: Twenty-first-century Social Movements and the Activists that are Transforming Our World. New York: The New Press. 103-128. Print.98

Is Jail the Answer? by Daniel Sanchez, Jaime Arce, Courtney Corral, and Christina Valdivia Daniel Sanchez, Is Jail the Answer? Daniel Sanchez, Is Jail the Answer? Is Jail the Answer is a zine created as part of a group project includingFall 2016 English 101 students Daniel Sanchez, Jaime Arce, Courtney Corral, 99